Big-Data Analytics on Blended e-learning. elearning Forum Asia (elfa) 2015

Transcription

1 Big-Data Analytics on Blended e-learning elearning Forum Asia (elfa) June 2015 YEUNG Sze Kiu & Ivy CHIA Sook May SIM University 18 June 2015 Slide 1/12

2 Agenda 1. What is Blended Learning 2. Context of Study 3. Investigation 4. Findings 5. Conclusion Slide 2/12

3 Googling Blended Learning 5,360,000 hits The newest consult- driven x- hype, the next big thing replacing e- learning, outstanding pedagogical innovafon, etc. "hybrid," "technology- mediated instrucfon," "web- enhanced instrucfon," and "mixed- mode instrucfon" are ojen used interchangeably with blended Lack of consensus on its definifon

4 What is Blended Learning?

5 Context of the Study UniSIM is the largest adult university in Singapore, serving 13,369 part- Fme and full- Fme students. Average age of students is 30. It has approx. 500 or more undergraduate courses from 4 Schools (SBZ, HDSS, SASS & SST) It has been implemenfng online learning since 2012, with support of Blacbkboard LMS and other digital media tools (e.g. interacfve isg). The target is to transit all courses to blended learning eventually with 50% by end of Currently, 46.2% of the courses are blended. The revised structure of all courses will have 3 face- to- face sessions with the remaining of the learning to be done online.

6 Before and AJer Students meet tutors 6 #mes face- to- face for lessons (6 weeks). Students meet tutors 3 #mes face- to- face for lessons, with the remaining of the learning done online (6 weeks): isg (interac<ve textbooks) Blackboard LMS Chunked lessons (excerpts of 5-10 min digital content with audio commentary) Online forma<ve quiz

7 Data Analytics on Blended e-learning Blended Learning: F2F Instruction + Online Learning (through Blackboard LMS) Online Learning (Blackboard LMS): Pre-class quiz, Chunked Recorded Lectures, Digital Content, Virtual Classrooms & Discussion forums. Slide 3/12

8 UniSIM s Learning Management System Demo Sharing Mr Stephen Low Overview Video Collaborate Chunked Audio Lectures

9 T- tests for the Two Groups Inves<ga<on: To find out if there is a significant difference between the mean scores of these two groups of students. 12 Courses (4 Schools) 1420 Students Means Scores Overall Con<nuous Assessment Score Overall Exam Scores Final Rank Scores 12 Courses (4 Schools) 1455 Students Mean Scores Overall Con<nuous Assessment Score Overall Exam Scores Final Rank Scores

10 Courses Selected for Study School of Business School of Arts and Social Sciences School of Science and Technology School of Human Development and Social Services Slide 4/12

11 Data Analytics on Blended e-learning Data Mining Learning Analytics System LMS Student Learning + OCAS Data SIMS Student Record & Performance Data (OCAS, OES + FRS) Legend Not Available preferred option Available used for big-data analytics Slide 7/12

12 Overall Mean Scores (By Schools) Overall Mean Scores (All Schools) Overall Mean Scores (by Schools) M ean Before (6F2F) AJer (3F2F) Before (6F2F) AJer (3F2F) * OCAS OES FRS *Significant increase 0.0 *Significant decrease * * * * * * * * * p=0.05 (Level of Significance) Slide 9/12

13 T- Tests Overall Overall Score p- Value Remark OCAS Significant OES Not Significant FRS Not Significant

14 Overall Mean Scores (By Courses) Mean Final Rank Scores Before (6F2F) AJer (3F2F) * * * * * Mean OCAS Scores Mean OES Scores * * * * * * * * * * * * * * 0.0 *Significant increase *Significant decrease p=0.05 (Level of Significance) Slide 10/12

15 T- tests (by Schools) School Score- Type p- Value Remark SBIZ OCAS Significant OES Not Significant FRS Not Significant SASS OCAS Significant OES Significant FRS Significant SST OCAS Significant OES Significant FRS Not Significant HDSS OCAS Significant OES Significant FRS Significant

16 Conclusion Findings are inconclusive given the short time frame of the study. Results need to be validated against longitudinal studies with other variables controlled. Results suggest that blended learning approach does not adversely affect students performance Results also suggest that students in the blended learning group appear to perform better for OCAS. Slide 12/12

17 Thank You